Communication English ENSH 251: Writing Skills
Chapter Information
Chapter 2: Writing Skills (8 hours) – 10 marks
Course Code: ENSH 251 – Communication English II Year II Part
Description: Comprehensive study material covering writing skills including principles of technical writing, grammar, sentence construction, punctuation, and bias-free language guidelines
2.1 Principles of effective technical writing (Clarity, conciseness and coherence)
2.2 Grammar (Pronoun and its antecedent, subject-verb agreement, non-finite verbs), sentence construction (Simple, compound, complex, and mixed sentences), error analysis and punctuation
2.3 Bias-free language guideline, reducing bias
Table of Contents
1. Principles of Effective Technical Writing
To write effectively, one must learn and practice basic principles to make them habits. The fundamental principles applicable to all types of writing are coherence, conciseness, and clarity.
1.1. Coherence
Definition: Coherence refers to order or sequence and is one of the most essential elements of effective writing. It involves organizing the evidence that supports the main point of a paper.
Function: In a coherent piece of writing, evidence should be presented in its natural order. Each sentence should logically lead to the next, creating a continuous and logical progression of thought.
Methods of Organizing Evidence:
Time Order: This method involves listing details as they occur in time. Phrases like “First this” and “after that” are used to show time order.
Emphatic Order: Often described as the “save the best till-last” method. The most significant or interesting detail is placed at the end of the paper, as readers are most likely to remember the last thing they read. Words such as “Finally,” “last of all,” and “most important” indicate emphasis.
A combination of time order and emphatic order can also be utilized.
1.2. Conciseness
Definition: Conciseness means being precise or economical with words and is very important for effective writing.
Function: Writing should aim to convey a significant amount of information using a minimal number of words.
Core Principle: Substance is the most crucial aspect of any written work. A short passage that is rich in information is considered higher in quality than a long one that contains little substance.
1.3. Clarity
Definition: Clarity, meaning clearness, is another key element of effective writing.
Function: It pertains to the clearness of both thought and expression. It is essential that the writer’s intended message is clear to the readers.
Achieving Clarity: To ensure clarity, a writer must follow the established rules and conventions of written English.
2. Grammar
2.1. Pronouns
Types of Pronouns
2.1.1. Personal Pronouns: The pronouns of the first person, the second person, and the third person are called personal pronouns.
Examples:
• She went to the market.
• We are studying for the exam.
• They play football in the evening.
2.1.2. Possessive Pronouns: The pronouns which indicate possession are called possessive pronouns.
Examples:
• The blue car is his.
• That responsibility is theirs.
• The decision was ours.
Study the following table of personal pronouns, possessive pronouns, and possessive adjectives:
| Subjects | Objects | Possessive adjectives | Possessive pronouns |
|---|---|---|---|
| I | Me | My | Mine |
| We | Us | Our | Ours |
| You | You | Your | Yours |
| He | Him | His | His |
| She | Her | Her | Hers |
| It | It | Its | |
| They | Them | Their | Theirs |
2.1.3. Reflexive and Emphatic Pronouns: Reflexive pronouns are words ending in -self or -selves that are used when the subject and the object of the verb are the same person or thing. They are essential to the meaning of the sentence.
Examples (Reflexive):
• The cat cleaned itself.
• He taught himself to play the guitar.
• We should be proud of ourselves.
Emphatic (or intensive) pronouns have the same form as reflexive pronouns, but they are used to add emphasis to a noun or another pronoun. They are not essential to the meaning of the sentence.
Examples (Emphatic):
• The manager himself addressed the meeting.
• I painted the house myself.
• She herself baked the cake.
2.1.4. Demonstrative Pronouns: The pronouns which are used to point out the objects to which they refer are called demonstrative pronouns.
Examples:
• This is the house where I grew up.
• That looks like a difficult puzzle.
• These are the documents you requested.
• Those were my favorite pair of shoes.
2.1.5. Indefinite Pronouns: The pronouns which refer to persons or things in a general way, but do not refer to any person or thing in particular are called indefinite pronouns.
Examples:
• Everyone is welcome to join the event.
• He saw something moving in the bushes.
• Few were able to finish the race.
Other examples are somebody, everybody, anybody, someone, anyone, no one, none, one, all, few, many, etc.
2.1.6. Distributive Pronouns: The pronouns which refer to persons or things one at a time are called distributive pronouns.
Examples:
• Each of the students received a certificate.
• You can take either of the two paths.
• Neither of the accusations was true.
2.1.7. Reciprocal Pronouns: Reciprocal pronouns express a mutual action or relationship between two or more subjects. The main reciprocal pronouns are each other and one another.
Examples:
• The two friends supported each other through difficult times.
• The team members congratulated one another after the victory.
2.1.8. Relative Pronouns: The pronouns which refer or relate to some nouns going before, which are called their antecedents, are known as relative pronouns. They are used to connect a clause or phrase to a noun or pronoun. The main relative pronouns are who, whom, whose, which, and that.
Examples:
• The student who won the prize is my cousin.
• The author, whom I greatly admire, is visiting our school.
• That is the boy whose dog went missing.
• This is the same story which you told me yesterday.
• The phone that I bought last week is already broken.
2.1.9. Interrogative Pronouns: The pronouns which are used for asking questions are called interrogative pronouns.
Examples:
• Who ate the last slice of cake?
• Which of these colors do you prefer?
• To whom should I address this letter?
Objective Questions (with Answers)
1. That bag is __________. a. mine b. mine c. her d. my
Answer: a. mine (A possessive pronoun is needed.)
2. The proposal of _______________ is wonderful. a. Their b. your c. yours d. our
Answer: c. yours (The structure “The proposal of yours” requires a possessive pronoun.)
3. Those are _______________ books. a. their b. mine c. ours d. her
Answer: a. their or d. her (A possessive adjective is needed before the noun “books”. Both are correct.)
4. She loves her rabbit, and cannot be happy without _______________. a. me b. her c. it d. his
Answer: c. it (The pronoun refers to the rabbit.)
5. When I saw the child, _______________ was sleeping. a. he b. it c. she d. she/he
Answer: d. she/he (Since the gender of the child is unknown, “she/he” is the most accurate option.)
6. _______________ was he who inaugurated the programme. a. it b. I c. he d. she
Answer: a. it (The correct sentence structure is “It was he who…”)
7. _______________ is certain that you are right. a. It b. I c. he d. she
Answer: a. It (The pronoun “It” is used as an introductory subject.)
8. That baby has torn _______________ clothes. a. his b. her c. its d. his/her
Answer: c. its (“Its” is commonly used for a baby when the gender is not specified.)
9. The fleet will reach _______________ destination in a week. a. their b. its c. his d. our
Answer: b. its (A collective noun like “fleet” is treated as a single unit.)
10. The committee decided the matter without leaving _______________ seats. a. its b. their c. our d. none of these
Answer: b. their (“Committee” here implies individual members, so the plural form is used.)
11. The Secretary and Accountant has not completed _______________ duty. a. their b. her c. his d. his/her
Answer: d. his/her (The use of “The” once indicates one person with two roles, requiring a singular pronoun.)
12. The Secretary and the Accountant has not completed _______________ duty. a. their b. her c. his d. his/her
Answer: a. their (The use of “The” twice indicates two different people, requiring a plural pronoun. Note: the verb should be “have”.)
13. Every student and every teacher was in _______________ place. a. her b. his c. their d. its
Answer: b. his (or a. her. “Every” makes the subject singular. In traditional grammar, “his” is used as a default.)
14. Either the teacher or his students failed in _______________ duty. a. her b. his c. their d. our
Answer: c. their (The pronoun agrees with the nearest noun, which is “students” (plural).)
15. Neither he nor his wife took _______________ purse. a. his b. her c. their d. none of these
Answer: b. her (The pronoun agrees with the nearest noun, which is “wife” (female, singular).)
16. Either Sapna or his mother forgot to take _______________ purse. a. her b. his c. their d. its
Answer: a. her (The pronoun agrees with the nearest noun, which is “mother” (female, singular).)
17. You and I completed _______________ assignment yesterday. a. your b. my c. our d. their
Answer: c. our (“You and I” is equivalent to “we”.)
18. You and she must do _______________ duty honestly. a. your b. her c. our d. hers
Answer: a. your (When “you” is part of the subject group, the possessive adjective is “your”.)
19. He and I must arrange _______________ books. a. his b. my c. our d. ours
Answer: c. our (“He and I” is equivalent to “we”.)
20. Those gifts are for _______________. a. you and me b. you and I c. you and he d. me and you
Answer: a. you and me (Object pronouns are required after the preposition “for”.)
21. She is more intelligent than _______________. a. I b. me c. he d. they
Answer: a. I (The sentence implies “…than I am.” A subject pronoun is needed.)
22. No one will follow you but _______________. a. I b. me c. he d. they
Answer: b. me (Here, “but” is a preposition meaning “except,” so an object pronoun is needed.)
23. He loves you more than _______________ love you. a. I b. me c. them d. himself
Answer: a. I (The sentence structure is a direct comparison: “more than I love you.”)
24. She hates _______________. a. her b. herself c. myself d. himself
Answer: b. herself (A reflexive pronoun is needed because the subject and object are the same.)
25. The dog hurt _______________. a. Himself b. herself c. itself d. themselves
Answer: c. itself (The reflexive pronoun for an animal is “itself”.)
26. We will look into the matter _______________. a. ourself b. ourselves c. himself d. themselves
Answer: b. ourselves (The emphatic pronoun for “we” is “ourselves”.)
27. We scored as many goals as _______________. a. They b. them c. ourselves d. a and b
Answer: a. They (The sentence implies “…as many goals as they did.” A subject pronoun is needed.)
28. He and _______________ were present in the meeting. a. I b. me c. him d. them
Answer: a. I (“He and I” is the subject of the sentence, so a subject pronoun is needed.)
29. Can you dance as well as _______________? a. Them b. they c. he d. she
Answer: b. they (or c/d). The sentence implies “…as well as they can dance?” A subject pronoun is formally correct.
30. Let you and me try what _______________ can do. a. they b. I c. we d. he
Answer: c. we (“Let you and me” is an invitation for “us” to do something, so the implied subject is “we”.)
31. The climate of Kathmandu is like _______________ of Malaysia. a. that b. this c. those d. these
Answer: a. that (The pronoun “that” is used to refer to the singular noun “climate” to avoid repetition.)
2.2.1 Subject-verb agreement
Rules
1. A compound subject joined by ‘and’ generally takes a plural verb.
Examples:
• The cat and the dog are playing in the garden.
• My brother and his friend watch movies every weekend.
• Oil and water do not mix.
2. But if two singular subjects joined by ‘and’ refer to one collective idea, the verb is always singular.
Examples:
• Bread and butter is a common breakfast.
• The long and short of the matter is that we must act now.
• Peace and prosperity goes hand in hand.
(BUT: Time and tide wait for no man.)
3. The subject in the pattern of noun + preposition + noun always takes a verb according to the first one.
Examples:
• A box of chocolates sits on the table.
• The results of the experiment were surprising.
• The key to the cabinets is missing.
4. If two subjects are joined by ‘as well as’, ‘with’, ‘together with’, ‘rather than’, ‘along with’, ‘in addition to’, ‘except’, ‘besides’, and ‘not’, the verb is used according to the first one.
Examples:
• The prime minister, along with his advisors, is attending the summit.
• My parents, as well as my little brother, are coming to the concert.
• The teacher, together with her students, has arrived for the tour.
5. If two or more than two singular subjects are joined by ‘or’, ‘either-or’, ‘nor’, ‘neither-nor’, the verb is always singular.
Examples:
• Neither the manager nor her assistant has the file.
• Either the red shirt or the blue one looks good on you.
• A pen or a pencil is required for the test.
6. If one of the subjects connected by ‘or’, ‘either-or’, ‘nor’, ‘neither-nor’ is plural, the verb is also plural and the plural subject is placed just before the verb.
Examples:
• Neither the captain nor the players were happy with the result.
• Either my sister or my parents are picking me up today.
• The computer or the documents need to be saved.
7. If the subjects connected by ‘or’, ‘either-or’, ‘nor’, ‘neither-nor’, are of different persons, the verb is used according to the subject just coming before it.
Examples:
• Either my friends or I am responsible for the decoration.
• Neither she nor you are wrong in this situation.
• Neither he nor they have to finish the project.
8. 231 is the order of singular subjects of all the persons, i.e. Second, third and first persons. And 123 is the order of plural subjects of all the persons, i.e. First, second and third persons. The verb is always plural whether the subjects are in 231 order or in 123 order.
Examples:
• You, she, and I are going to the concert together.
• We, you, and they have to work as a team to succeed.
9. The vague pronouns such as someone, everyone, anyone, no one, somebody, everybody, anybody, nobody, many a, each, each one, either, neither, etc. always take singular verbs.
Examples:
• Somebody has left their wallet on the counter.
• Everyone is expected to be on time.
• Each of the students was given a prize.
10. If two nouns, though joined by ‘and’, are qualified by each or every separately, the verb is singular.
Examples:
• Every man and every woman has the right to vote.
• Each student and each teacher is part of our school community.
11. If two nouns joined by ‘and’ are together qualified by each or every, the verb is singular.
Examples:
• Every door and window was locked securely.
• Each pen and pencil has been accounted for.
12. If the subject is a title, the name of a book, or a quotation, the verb is singular.
Examples:
• ‘The Lord of the Rings’ is my favorite book series.
• ‘Starry Night’ is a famous painting by Van Gogh.
• ‘All that glitters is not gold’ is a well-known proverb.
13. If the subject as a sentence indicates some specific quality, or time, or amount, or distance considered as a single unit, the verb is always singular.
Examples:
• Ten dollars is not enough for a movie ticket now.
• Three hours seems like a long time to wait.
• Fifty kilometers is a long distance to run in one day.
14. The following nouns which are plural in form but singular in meaning always take singular verbs:
Aesthetics, aeronautics, Athens, athletics, ethics, linguistics, news, phonetics, physics, poetics, civics, classics, economics, mathematics, mechanics, metaphysics, measles, politics, The United Nations, The United States, etc.
Examples:
• Mathematics is a subject I enjoy.
• The news from the capital is not good.
• The United States has a diverse population.
15. The following plural nouns always take plural verbs:
Clothes, scissors, spectacles, assets, credentials, goods, links, premises, riches, socks, thanks, wages, etc.
Examples:
• These trousers are too long for me.
• My new glasses were very expensive.
• Where are the scissors I lent you?
16. If the subject of a sentence begins with a fraction, the verb is used according to the noun or pronoun that comes after the preposition of.
Examples:
• One-third of the city is without power.
• Two-thirds of the students have passed the exam.
17. If the subject is A number of, the verb is plural. But if the subject is The number of, the verb is singular.
Examples:
• A number of employees are requesting a holiday.
• The number of complaints has decreased this month.
18. If the subject begins with the following phrases, the verb is singular.
A band of, a series of, a chain of, a bouquet of, a team of, a galaxy of, a herd of, a set of, a flock of, a class of, a batch of, a pair of, etc.
Examples:
• A flock of birds is flying south for the winter.
• A collection of rare stamps is on display at the museum.
• A series of unfortunate events has led to this situation.
19. The following collective nouns, if they denote a single unit, take singular verbs. But the same nouns, if they denote the individuals of which they are composed, take plural verbs.
Class, cabinet, committee, board, army, jury, mob, government, team, audience, family, crowd, personnel, etc.
Examples:
• The jury has reached its verdict. (The jury as a single unit)
• The jury are arguing among themselves. (The jury as individuals)
• The team is playing well tonight. (The team as a single unit)
20. The following nouns usually take plural verbs:
Cattle, clergy (priests of the church), gentry (people of good social position), people, police, public, swine, vermin (dangerous wild animals and birds), etc.
Examples:
• The police have cordoned off the entire area.
• Cattle are grazing peacefully in the pasture.
• The local people are very friendly and welcoming.
21. The following nouns always take singular verbs:
Advice, alphabet, bread, clothing, furniture, hair, information, luggage, poetry, scenery, thunder, etc.
Examples:
• Your advice is always helpful to me.
• All the furniture in the room was damaged in the flood.
• The scenery in the mountains is breathtaking.
22. If two or more titles or designations of the same person are connected by ‘and’, the verb is singular.
Examples:
• The renowned scientist and author is giving a lecture tonight.
• My mentor and best friend has moved to another city.
23. But if two or more titles or designations with the article ‘the’ before each of them are connected by ‘and’, the verb is plural.
Examples:
• The director and the producer are discussing the new film.
• The captain and the coach were both praised for the victory.
24. If the subject is None of, the verb is plural.
(Note: In formal English, None of can take a singular verb, but plural is common.)
Examples:
• None of the students have finished the test yet.
• None of the cookies are left in the jar.
25. The following adjectives used with the definite article ‘the’ before them always take plural verbs:
The blind, the deaf, the old, the dead, the young, the sick, the poor, the rich, the unemployed, the brave, the coward, the handicapped, etc.
Examples:
• The rich have a responsibility to help the poor.
• The unemployed are looking for work opportunities.
26. The following nationality words ending in -sh, -ch, and -ese always take plural verbs.
The British, the French, the Dutch, the Irish, the English, the Nepalese, the Burmese, etc.
Examples:
• The French are known for their exceptional cuisine.
• The Japanese have a rich and ancient cultural heritage.
27. If the subject is More than one, the verb is singular.
Examples:
• More than one student has asked for an extension.
• More than one reason was given for the decision.
28. If the subject is in the pattern More + plural noun + than one, the verb is plural.
Examples:
• More students than one are going on the field trip.
• More books than one were required for the course.
29. If the same singular noun is joined by preposition (singular noun + preposition + singular noun ), the verb is singular.
Examples:
• Day after day passes so quickly during the holidays.
• Ship after ship was seen arriving at the port.
30. If all refers to everything, singular verb is used. But if all refers to the number of people or things, the verb is plural.
Examples:
• All is quiet in the house now. (Refers to everything)
• All of the guests have arrived for the party. (Refers to people)
31. If the subject is in the pattern of One of + plural subject, the verb is singular.
Examples:
• One of my best friends is moving to a new country.
• One of these books belongs to the library.
32. If two or more adjectives are used before a noun, the verb is plural.
Examples:
• Cultural and economic growth are top priorities for the nation.
• Physical and mental health are equally important.
33. If the subject is One or two, the verb is plural.
Examples:
• One or two letters have arrived for you.
• One or two students are absent today.
34. If a clause is the subject of a sentence, the verb is singular.
Examples:
• Whatever you decide to do is fine with me.
• That we need to leave soon is becoming obvious.
35. If two clauses are the subject of a sentence, the verb is plural.
Examples:
• What you say and what you do are two different things.
• Where she went and why she left remain a mystery.
36. If the subject is Nothing but, the verb is singular.
Examples:
• Nothing but trees was visible for miles.
• Nothing but junk food is sold at that shop.
37. If two subjects are joined by Not only…..but also, the verb is used according to the subject after but also.
Examples:
• Not only the students but also the teacher is excited about the trip.
• Not only the manager but also the employees were happy with the outcome.
EXERCISE
Choose appropriate verbs from the brackets in the following sentences:
1. Two plus two (is/are) four.
Answer: are (Rule 1: Compound subject)
2. One of my friends (has/have) a car.
Answer: has (Rule 31: “One of” is singular)
3. What (is/are) the latest news?
Answer: is (Rule 14: “News” is a singular noun)
4. Half of the mangoes (is/are) rotten.
Answer: are (Rule 16: For fractions, the verb agrees with the noun “mangoes”)
5. Most of the traffic (go/goes) by the main road.
Answer: goes (The verb agrees with the uncountable noun “traffic”)
6. More than sixty boys (has/have) passed in the first division.
Answer: have (The subject “sixty boys” is plural)
7. All that glitters (is/are) not gold.
Answer: is (Rule 12: A quotation or proverb is treated as singular)
8. Gulliver’s Travels (is/are) a famous satire.
Answer: is (Rule 12: A book title is singular)
9. The police (has/have) arrested the thief.
Answer: have (Rule 20: “Police” is a plural noun)
2.2.3 Non-finite verbs
2.2.3.1 The infinitives
There are two types of Infinitives: To-infinitive and bare infinitive.
1. To-infinitive
The to-infinitive is the base form of a verb preceded by the word ‘to’. (To+V1).
Examples:
• She hopes to travel the world.
• They decided to start a new business.
• To learn is a lifelong journey.
2. Bare infinitive or plain infinitive
The bare infinitive is the base form of a verb without the word ‘to’. (V1 without to).
Examples:
• My parents let me stay out late.
• We heard them shout for help.
• She helped me finish my homework.
Use of to-infinitives
A to-infinitive can be used in several ways in a sentence:
1. As the Subject of a verb:
The infinitive acts as the main noun/subject of the sentence.
Examples:
• To forgive is a sign of strength.
• To travel requires both time and money.
2. As the Object of a transitive verb:
The infinitive receives the action of the main verb.
Examples:
• I promise to call you later.
• She offered to help with the project.
3. As the Complement of a verb:
The infinitive completes the meaning of a linking verb (like is, was, seem, become).
Examples:
• His main goal is to win the championship.
• Her dream was to become an astronaut.
4. As the Object of a preposition:
The infinitive follows a preposition like ‘about’, ‘but’, or ‘except’.
Examples:
• He did nothing except complain.
• She was about to leave when the phone rang.
5. As an Objective Complement:
The infinitive renames or describes the direct object. It explains what the object is or does.
Examples:
• The teacher asked the students to be quiet.
• I would prefer you to handle this task.
6. To qualify a verb, usually to express purpose:
The infinitive explains the reason or purpose of the action.
Examples:
• He is saving money to buy a new car.
• I went to the library to study for my exam.
7. To qualify an adjective:
The infinitive is used to complete the meaning of an adjective.
Examples:
• This math problem is impossible to solve.
• I am happy to be here with you.
8. To qualify a noun:
The infinitive is used to add more information about a noun.
Examples:
• It is time to leave for the airport.
• She has a lot of work to do this evening.
9. To qualify a sentence:
The infinitive is used to comment on the entire sentence.
Examples:
• To be honest, I don’t really like that movie.
• To put it simply, we need more time to finish the project.
Use of bare infinitives
1. After the following verbs:
bid, need, hear, let, dare, smell, make, see, feel.
Examples:
• They watched the sun rise over the mountains.
• Please let me know your final decision.
• He made his brother apologize for the mistake.
2. After the following expressions:
had better, sooner than, had rather, rather than, would rather.
Examples:
• You had better finish your work on time.
• I would rather stay home than go out in this rain.
2.2.3.2 The gerund
A Gerund is a verbal noun. It is formed by adding ‘-ing’ to a verb and functions as a noun in a sentence.
Examples:
• Swimming is his favorite hobby.
• I enjoy reading science fiction.
Uses of the gerund
1. As the Subject of a verb:
• Driving at night can be dangerous.
• Eating healthy food is important for your body.
2. As the Object of a transitive verb:
• Please stop making so much noise.
• They have finished painting the house.
3. As the Object of a preposition:
• She is good at solving puzzles.
• I am looking forward to meeting you.
4. As the Complement of a verb:
• My favorite activity is hiking.
• His biggest mistake was lying to his parents.
2.2.3.3 The participle
A participle is a word which is used as a verb and also as an adjective. There are two types: present participles and past participles.
1. The Present Participle (v4 or ‘-ing’ form):
• The crying baby was hungry.
• I read an interesting book last week.
2. The Past Participle (v3 form):
• A broken window needs to be repaired.
• Worried by the news, she called her family immediately.
Uses of the Participle
1. Attributively (modifying a noun directly):
• Be careful of the boiling water.
• The written report is on your desk.
2. Predicatively (after a linking verb):
• The story he told was quite exciting.
• After the long journey, he seemed exhausted.
3. Absolutely with a noun or pronoun going before it (Absolute Phrase):
• The rain having stopped, we went for a walk.
• The presentation finished, everyone started to ask questions.
EXERCISE
1. He made me _____ it all over again.
Answer: a. do (The verb ‘make’ in the active voice is followed by a bare infinitive.)
2. I used _____ in a caravan.
Answer: a/b. to live (The expression ‘used to’ describes a past habit and is followed by the base form of the verb.)
3. You needn’t _____ for permission.
Answer: a. ask (‘Need not’ or ‘needn’t’ functions as a modal verb and is followed by a bare infinitive.)
4. They refused _____ the bribe.
Answer: a/b/c. to accept (The verb ‘refuse’ is followed by a to-infinitive.)
5. He wouldn’t let my baby _____ with his gold watch.
Answer: b. play (The verb ‘let’ is followed by a bare infinitive.)
6. You can take a horse to water but you can’t make him _____.
Answer: b. drink (The verb ‘make’ is followed by a bare infinitive.)
7. He didn’t dare _____ with his boss.
Answer: b. argue (In negative sentences, ‘dare’ is followed by a bare infinitive.)
8. How dare you _____ my letters!
Answer: c. open (In questions, ‘dare’ is followed by a bare infinitive.)
9. Need I come? I’d much rather _____ at home.
Answer: b/d. stay (The expression ‘would rather’ is followed by a bare infinitive.)
10. Do you wish _____ a complaint?
Answer: a/b. to make (The verb ‘wish’ is followed by a to-infinitive.)
11. He was made _____ a paper admitting his guilt.
Answer: a. to sign (In the passive voice, ‘was made’ is followed by a to-infinitive.)
12. I heard the door _____.
Answer: c. open (Verbs of perception like ‘hear’ can be followed by a bare infinitive to describe the complete action.)
13. I felt the house _____ with the explosion.
Answer: b/c. shake (Verbs of perception like ‘feel’ are followed by a bare infinitive.)
14. It is better to put your money in a bank than _____ it under your bed in an old stocking.
Answer: b. keep (The structure ‘better to do X than do Y’ uses a bare infinitive after ‘than’.)
15. He doesn’t even bother _____ letters, let alone answer them.
Answer: a. to read (The verb ‘bother’ is typically followed by a to-infinitive or a gerund.)
16. The bank robbers made the cashier _____ them how to open the safe.
Answer: b. show (The verb ‘make’ is followed by a bare infinitive.)
17. Its better _____ sure than sorry.
Answer: a. to be (This is a common idiom: “It’s better to be sure than sorry.”)
18. He heard a cock _____ in a neighboring village.
Answer: The grammatically correct answer would be the bare infinitive ‘crow’, which is not listed as an option.
19. He gave up _____.
Answer: c. gambling (The phrasal verb ‘give up’ is followed by a gerund.)
20. Its no use _____ over spilt milk.
Answer: d. crying (The expression ‘it’s no use’ is followed by a gerund.)
21. Don’t forget _____ the door before going to tea.
Answer: a. to lock (‘Forget’ is followed by a to-infinitive when it means remembering to perform an action.)
22. It is difficult to get used to _____ with chopsticks.
Answer: c. eating (The expression ‘get used to’ is followed by a gerund.)
23. The children prefer _____ T.V to _____ books.
Answer: a. watching, reading (The structure is ‘prefer doing X to doing Y’.)
24. I can’t understand her _____ like that.
Answer: The grammatically correct answer would be the gerund ‘behaving’, which is not listed as an option.
25. I regret _____ you that your application has been refused.
Answer: a/d. to inform (‘Regret’ is followed by a to-infinitive when announcing bad news.)
26. Is there anything here worth _____?
Answer: b/c. buying (The word ‘worth’ is followed by a gerund.)
27. We are looking forward to _____ your new book.
Answer: c. reading (The phrasal verb ‘look forward to’ is followed by a gerund.)
28. It is difficult to get used to _____ with chopsticks.
Answer: a. eating (The expression ‘get used to’ is followed by a gerund.)
29. I hate _____ money.
Answer: a. to borrow or c. borrowing (The verb ‘hate’ can be followed by either a to-infinitive or a gerund.)
30. He urged us _____ faster.
Answer: a/b. to work (The structure is ‘urge someone to do something’.)
31. I couldn’t help _____ what you said.
Answer: b. overhearing (The expression ‘can’t help’ is followed by a gerund.)
32. Your windows need _____.
Answer: d. cleaning (When the subject is inanimate, ‘need’ can be followed by a gerund to express a passive meaning.)
33. Imagine _____ to get up at 5 a.m every day!
Answer: a. having (The verb ‘imagine’ is followed by a gerund.)
34. There’s no point in _____ about it.
Answer: b. arguing (The expression ‘there’s no point in’ is followed by a gerund.)
35. Its not much use _____ a bicycle if you don’t know how to ride it.
Answer: d. having (The expression ‘it’s no/not much use’ is followed by a gerund.)
36. I know my hair wants _____ but I never have time to go to the hairdresser’s.
Answer: c. cutting (Similar to ‘need’, the verb ‘want’ can be followed by a gerund to express a passive meaning.)
37. I resented _____ unjustly accused and asked him to apologize.
Answer: b. being (The verb ‘resent’ is followed by a gerund. ‘Being’ is used to form the passive gerund ‘being accused’.)
38. Did you remember _____ the door?
Answer: a/b. to lock (‘Remember’ is followed by a to-infinitive when referring to a task you need to do.)
39. Do you feel like _____ to a film?
Answer: The grammatically correct answer would be the gerund ‘going’, which is not listed as an option.
40. He took to _____ up early and _____ noisily about the house.
Answer: b. getting, walking (The phrasal verb ‘take to’ means to make a habit of something and is followed by a gerund.)
2.2.b Sentences: simple, compound, complex, and mixed
1. Study the following sentences:
i. The sun rises in the east.
ii. She studied hard, so she passed the exam.
iii. The team played well, but they lost the match.
iv. If you work hard, you will succeed.
v. The man who lives next door is a friendly person.
We see that sentence (i) contains only one Subject (“The sun”) and one Predicate (“rises in the east”). Such a sentence is called a Simple Sentence.
A Simple Sentence is a sentence which has only one subject and one predicate. In other words, a Simple Sentence is one which contains only one finite verb.
2. Sentence (ii) can be divided into two parts:
a. She studied hard.
b. She passed the exam.
These two parts are joined by the co-ordinating conjunction ‘so’. Each part contains a Subject and a Predicate of its own. Each part is, therefore, a sentence that forms part of a larger sentence.
We also notice that each part can stand alone because it makes good sense by itself. The two clauses are, therefore, independent of each other. Neither is subordinate to the other. In other words, they are of equal rank.
Such clauses are called co-ordinate clauses. The word ‘co-ordinate’ means arranged equally.
3. Sentence (iii), “The team played well, but they lost the match,” also contains two clauses of equal rank. It is another example of a Compound Sentence.
A Compound Sentence is a sentence which contains two or more co-ordinate clauses.
• If a sentence contains two co-ordinate clauses, it is called a Double Sentence.
• If it contains more than two co-ordinate clauses, it is called a Multiple Sentence.
4. Sentence (iv) can be divided into two parts:
a. If you work hard,
b. you will succeed.
Each part contains a Subject and a Predicate of its own. Each forms part of a larger sentence.
We further notice that the clause, “you will succeed,” makes good sense by itself, and can, therefore, stand alone as a complete sentence. Such a clause is called the principal or main clause.
The other clause, “If you work hard,” cannot stand by itself and make good sense. It is dependent on the principal clause, “you will succeed,” to complete its meaning. Such a clause is called a subordinate or dependent clause.
A sentence that contains one principal clause and one or more subordinate clauses is called a Complex Sentence. Sentence (v), “The man who lives next door is a friendly person,” is another example of a complex sentence, where “who lives next door” is the subordinate clause.
2.2.b.1 The structure of a compound sentence
They are as follows:
1. Principal Clause + Co-ordinating Conjunction + Principal Clause
Example:
• She wanted to go to the party, but she was too tired.
2. Principal Clause + Relative Pronoun + Principal Clause (non-defining)
Example:
• I trusted my brother, who has always been honest with me.
3. Principal Clause + Relative Adverb + Principal Clause (non-defining)
Example:
• We visited Kathmandu, where my parents were born.
4. Principal Clause + comma + which + clause (non-defining)
Example:
• He missed the final bus, which was very frustrating.
2.2.b.2 Types of subordinate clauses
A Complex Sentence is made up of a principal clause and one or more sub-ordinate clauses. There are three kinds of Subordinate Clauses. They are as follows:
1. Noun Clause: It does the work of a noun in a complex sentence.
Examples:
• What you think is important to me.
• I believe that he will succeed.
2. Adjective Clause: It does the work of an adjective in a complex sentence.
Examples:
• This is the book that I was telling you about.
• The woman who lives next door is a doctor.
3. Adverb Clause: It does the work of an adverb in a complex sentence. There are several kinds of Adverb Clauses: Time, Place, Cause or Reason, Purpose, Result or Consequence, Concession or Supposition, Condition, Comparison.
Types of Adverb Clauses
1. Adverb Clauses of Time are introduced by Subordinating Conjunctions: as, as soon as, before, since, after, while, until, till, when, whenever, etc.
Examples:
• I will call you as soon as I arrive.
• Before you leave, please turn off the lights.
2. Adverb Clauses of Place are introduced by the Subordinating Conjunctions: where, wherever, whence, whither, etc.
Examples:
• You can sit wherever you like.
• He creates a positive atmosphere wherever he goes.
3. Adverb Clauses of Cause or Reason are introduced by the Subordinating Conjunctions: as, because, since, that.
Examples:
• Because she was sick, she did not go to school.
• Since you’re not busy, could you help me with this task?
4. Adverb Clauses of Purpose are introduced by the Subordinating Conjunctions: that, in order that, so that, lest.
Examples:
• She woke up early so that she would not be late for her flight.
• Be careful lest you should fall.
5. Adverb Clauses of Result or Consequence are introduced by the Subordinating Conjunction ‘that’ (generally preceded by ‘so’ or ‘such’ in the main clause).
Examples:
• It was so cold that the lake froze over.
• He is such a good speaker that everyone listens attentively.
6. Adverb Clauses of Concession or Supposition are introduced by the Subordinating Conjunctions: although, though, even if, even though.
Examples:
• Although it was raining, they decided to go for a walk.
• Though he is very rich, he is not happy.
7. Adverb Clauses of Condition are introduced by the Subordinating Conjunctions: if, unless, whether.
Examples:
• If you study hard, you will pass the exam.
• You will not succeed unless you try.
8. Adverb Clauses of Comparison are of two kinds:
a. Adverb Clauses of Comparison of Manner are introduced by the Subordinating Conjunctions: as, as if, as though.
b. Adverb Clauses of Comparison of Degree are introduced by the Subordinating Conjunction ‘than’ or by the relative adverb ‘as’.
Examples:
• He acts as if he owns the place. (Manner)
• She is much taller than her brother is. (Degree)
EXERCISE – 1
Point out the Adverb Clauses in the following sentences. Tell the kind of each clause and show what word or phrase it qualifies.
• He ran so fast that I could not overtake him.
Adverb Clause of Result, modifying ‘so fast’.
• She has more money than he has.
Adverb Clause of Comparison (of Degree), modifying ‘more’.
• The reason why she can’t run is that she is too weak.
Adverb Clause of Reason, explaining ‘the reason’.
• Although she is poor, she is happy.
Adverb Clause of Concession, modifying ‘is happy’.
Noun Clause
A Noun Clause is used as:
a. The Subject of a Verb.
b. The Object of a Verb.
c. The Object of a Preposition.
d. The Complement of a Verb.
e. A Clause in apposition to a Noun or Pronoun.
Adjective Clause
An Adjective Clause qualifies some noun or pronoun in the main clause. It is introduced by a Relative Pronoun or a Relative Adverb.
Examples:
• I met the person who won the award.
• This is the park where we used to play.
EXERCISE – 2
Point out the noun clause in each of the following sentences, and say whether it is (a) the subject of some verb, or (b) the object of some verb.
• That she is honest is known to all.
Noun Clause: “That she is honest”
Function: (a) Subject of the verb ‘is’.
• I don’t know why he is angry.
Noun Clause: “why he is angry”
Function: (b) Object of the verb ‘know’.
• You must never forget that honesty is the best policy.
Noun Clause: “that honesty is the best policy”
Function: (b) Object of the verb ‘forget’.
Conversion of Simple Sentences to Complex Sentences
A simple sentence can be converted to a complex sentence by expanding a word or phrase into a subordinate clause (Noun, Adjective, or Adverb Clause).
| Simple Sentence | Complex Sentence |
|---|---|
| He confessed his guilt. | He confessed that he was guilty. (Noun Clause) |
| I saw a wounded bird. | I saw a bird which was wounded. (Adjective Clause) |
| He works hard to succeed. | He works hard so that he can succeed. (Adverb Clause) |
EXERCISE – 2: Change the following Simple Sentences into Complex ones.
• He wishes me to dance.
He wishes that I should dance.
• After the death of his girlfriend, he became mad.
He became mad after his girlfriend had died.
• We believe in his honesty.
We believe that he is honest.
Conversion of Complex Sentences to Simple Sentences
A complex sentence can be converted to a simple sentence by reducing a subordinate clause into a word or phrase.
| Complex Sentence | Simple Sentence |
|---|---|
| Tell me what your contact number is. | Tell me your contact number. |
| He was so tired that he could not stand. | He was too tired to stand. |
EXERCISE – 4: Change the following Complex Sentences into Simple ones.
• I don’t know when the manager will return.
I don’t know the time of the manager’s return.
• I found the diary which I had lost.
I found my lost diary.
• Because he was ill, he stayed at home.
He stayed at home because of his illness.
Conversion of Compound Sentences to Complex Sentences
| Compound Sentence | Complex Sentence |
|---|---|
| Work hard and you will succeed. | If you work hard, you will succeed. |
| He is poor, but he is honest. | Although he is poor, he is honest. |
EXERCISE – 5: Change the following Compound Sentences into Complex ones.
• Spare the rod and spoil the child.
If you spare the rod, you will spoil the child.
• You must hurry, or you will miss the train.
If you do not hurry, you will miss the train.
• I called him, but he gave me no answer.
Although I called him, he gave me no answer.
Conversion of Complex Sentences to Compound Sentences
A complex sentence can be converted to a compound sentence by changing the subordinate clause into a co-ordinate clause.
| Complex Sentence | Compound Sentence |
|---|---|
| If you run, you will catch the bus. | Run, and you will catch the bus. |
| Although he is rich, he is not happy. | He is rich, but he is not happy. |
EXERCISE – 6: Change the following Complex Sentences into Compound ones.
• She stayed inside because she was afraid.
She was afraid, so she stayed inside.
• If you help her, she will help you.
You help her, and she will help you.
• As soon as the manager came, the staff became alert.
The manager came, and the staff immediately became alert.
2.2.c Punctuation
c.1 Full stop (BrE) / Period (AmE)
1. At the end of a sentence that is not a question or an exclamation:
Examples:
• The meeting will start soon.
• Please close the door quietly.
2. Sometimes in abbreviations:
Examples:
• The appointment is at 4 p.m.
• Dr. Smith will see you now.
3. In internet and e-mail address (called ‘dot’):
Examples:
” https://importantedunotes.com/ ”
c.2 Comma
1. After a sub-ordinate clause in a sentence if the clause comes at the start:
Examples:
• Before you leave, please turn off all the lights.
• If it rains tomorrow, we will have to cancel the picnic.
2. To mark off a noun or noun phrase in apposition:
Examples:
• My brother, an excellent cook, is making dinner tonight.
• We visited Paris, the capital city of France.
3. For a non-defining relative clause:
Examples:
• The Eiffel Tower, which is in Paris, is a famous landmark.
• My oldest sister, who lives in London, is a doctor.
4. To separate a word of address:
Examples:
• John, could you please pass the salt?
• I think, Maria, that you are right.
5. To separate each pair of words connected by ‘and’:
Examples:
• We must strive to be honest and truthful, kind and compassionate.
• The journey was long and difficult, hot and dusty.
6. Between three or more same parts of speech (noun, pronoun, adjective, adverb, verb, etc.):
Examples:
• We need to buy bread, milk, and eggs.
• She spoke clearly, confidently, and persuasively.
7. Before tag questions:
Examples:
• It’s a beautiful day, isn’t it?
• You’ve finished your homework, haven’t you?
8. To separate geographical names:
Examples:
• He was born in Pokhara, Gandaki Province, Nepal.
• Their company headquarters are in London, England.
9. Between a person’s name and his title:
Examples:
• Here is the report from Sarah Lee, Ph.D.
• Please welcome our guest, Jane Doe, M.D.
10. In direct speech:
Examples:
• She asked, “Are you coming with us?”
• “I will be there soon,” he replied.
11. To separate the date from the year:
Examples:
• The event took place on July 4, 1776.
• Her birthday is October 31, 2005.
12. To avoid the repetition of a verb:
Examples:
• She plays the piano; her brother, the guitar.
• He chose the blue shirt; his friend, the red one.
13. After sentence adverbs (yes, no, however, for example, for instance, in fact, etc.):
Examples:
• However, we decided to go to the park anyway.
• Yes, I can help you with that problem.
c.3 Semi-colon
1. In order to join two independent clauses (if there are not any linking words, such as ‘and’, ‘but’ or ‘so’ between the clauses):
Examples:
• The storm was raging outside; we decided to stay indoors.
• She is an excellent student; she always gets top marks.
2. To give greater emphasis to different clauses:
Examples:
• As he was brave, I admire him.
• As she was my friend, I helped her.
3. Between main clauses joined by connectives like besides, however, moreover, therefore, etc.:
Examples:
• I don’t need a new phone; besides, it is too expensive.
• You made a serious mistake; however, I will give you another chance.
c.4 Colon
1. For any list:
Examples:
• You will need three things for the trip: a passport, a ticket, and a visa.
• The primary colors are as follows: red, yellow, and blue.
2. For a quotation:
Examples:
• Shakespeare wrote: “All the world’s a stage.”
• My grandfather always says: “An early start makes for an easy journey.”
3. To separate two contrasted sentences:
Examples:
• Her goal was clear: his was still undefined.
• To study is to learn: to not study is to fail.
c.5 Dash
1. To indicate a break in thought:
Examples:
• If I can just find my keys—oh, here they are!
• You’re the one who took the book—or was it your brother?
c.6 Hyphen
1. To form compound words:
Examples:
• She is my sister-in-law.
• He has a well-behaved dog.
2. To form a compound from a prefix and a proper name:
Examples:
• The policy was very pro-American.
• He is studying post-Newtonian physics.
3. When writing compound numbers between 21 and 99 in words:
Examples:
• She is twenty-five years old.
• There are forty-two students in the class.
4. To separate a prefix ending in a vowel from a word beginning with the same vowel:
Examples:
• We need to co-operate to finish the project.
• This action is a re-enactment of a historical event.
c.7 Sign of Interrogation / Question mark
1. After the sentences asking questions:
Examples:
• What time does the movie start?
• Have you finished your homework yet?
c.8 Sign of exclamation / Exclamation point (AmE)
1. After the sign of sentences or words expressing sudden feeling or emotion:
Examples:
• What a wonderful surprise!
• Ouch! That really hurt!
• Watch out!
c.9 Apostrophe
1. To show possession:
Examples:
• This is my friend’s car.
• The children’s toys are everywhere.
• James’s book is on the table.
2. In a contracted form:
Examples:
• I’m sure he’ll be here soon.
• It’s a beautiful day.
• She can’t find her keys.
3. Sometimes with ‘s’ to form the plural of a letter, a figure or an abbreviation:
Examples:
• You should mind your p’s and q’s.
• He got all A’s on his report card.
• The story is set in the 1980’s.
c.10 Brackets (BrE) / Parentheses (AmE)
1. To enclose a word, a phrase or a clause:
Examples:
• The final report (which was over 100 pages long) was finally submitted.
• Please refer to Appendix B (page 42) for more details.
c.11 Inverted commas / Quotation marks
(In American English, double quotation marks are used, and in British English, single quotation marks are used.)
1. To indicate the exact words of a speaker:
Examples:
• He asked, “What time does the train leave?”
• “I’ll be there in five minutes,” she promised.
2. For the titles of articles, books, poems, plays, etc.:
Examples:
• Have you read the poem “The Raven” by Edgar Allan Poe?
• My favorite film is “The Godfather”.
3. For short quotations or sayings:
Examples:
• What is the meaning of the proverb “A stitch in time saves nine”?
• She lives by the motto “Carpe Diem”.
EXERCISE
Punctuate the following sentences correctly.
1. What a hot day Lets stay at home.
What a hot day! Let’s stay at home.
2. A nice mess youve made of it.
A nice mess you’ve made of it!
3. Tell us a story which we havent heard.
Tell us a story which we haven’t heard.
4. Georgewho is a great fishermanis coming to stay with us.
George, who is a great fisherman, is coming to stay with us.
5. If you cant understand tell me.
If you can’t understand, tell me.
6. Jonessoftly opening his door peered out into the street.
Jones, softly opening his door, peered out into the street.
7. We too have never made that mistake.
We, too, have never made that mistake.
8. She has to my surprise married him after all.
She has, to my surprise, married him after all.
9. They came they looked at and they went away.
They came, they looked, and they went away.
10. These are the things we shall need three cups of coffee some sandwiches and some fruit.
These are the things we shall need: three cups of coffee, some sandwiches, and some fruit.
11. I just wanted to know he said.
“I just wanted to know,” he said.
12. How can I forget your kindness
How can I forget your kindness?
13. Surendra is a good student isn t he
Surendra is a good student, isn’t he?
14. Ramu can you do it?
Ramu, can you do it?
15. He was reading; she writing.
He was reading; she, writing.
16. I bought some vegetables, two kilograms of rice; and one kg of meat.
I bought some vegetables, two kilograms of rice, and one kg of meat.
2.3 Bias-free language guidelines
Sometimes the language we use reflects our stereotypes. While in speech our facial expressions or even gestures may convince our listeners that we are not being offensive, in writing it is a lot harder to do. To avoid confusion and needless anger on the part of the reader, use language that is clear, objective, and stereotype-free. Avoid making generalizations when talking about gender, ethnicity, race, sexual orientation, or people with disabilities.
The American Psychological Association (APA) Style emphasizes the need to talk about all people with inclusivity and respect. Writers using APA Style must strive to use language that is free of bias and avoid perpetuating prejudicial beliefs or demeaning attitudes in their writing. The guidelines for bias-free language contain both general guidelines for writing about people without bias across a range of topics and specific guidelines that address individual characteristics.
General guidelines for reducing bias include:
• Describing at the appropriate level of specificity; choosing words that are appropriate, free of bias, and being precise.
• Being sensitive to labels to ensure we are respecting the individual and people.
Topical guidelines are provided for the following characteristics:
1. Age: Different terms are used for different age groups. Age of older adults may be described by adjectives.
Guideline:
Be specific when possible (e.g., “people ages 65 to 75”). Avoid potentially biased terms like “elderly” or “seniors” unless appropriate for the audience. Use neutral terms like “older adults.”
2. Disability: Labels are often generated when we use adjectives as collective nouns. Avoid using labels like ‘the disabled’, ‘the schizophrenics’; instead, use ‘people with disabilities’, ‘people diagnosed with schizophrenia’. The APA Manual of Style also recommends using emotionally neutral expressions when describing people with disabilities: a ‘person with AIDS’ rather than an ‘AIDS victim’, a ‘person with emphysema’ rather than a ‘person suffering from emphysema’.
Guideline:
Use person-first language. Focus on the person, not their condition.
Example 1:
Biased: We are providing services for the disabled.
Unbiased: We are providing services for people with disabilities.
Example 2:
Biased: He is an epileptic.
Unbiased: He has epilepsy.
3. Gender: Avoid using masculine pronouns when the gender of the person is not known.
Guideline 1:
Rephrase to use plural nouns and pronouns.
Biased: Each consultant has to submit his project proposal before the next team meeting.
Unbiased: All consultants have to submit their project proposals before the next team meeting.
Guideline 2:
Eliminate the pronoun altogether.
Biased: A good student always does his homework.
Unbiased: A good student always does the homework.
Guideline 3:
Use gender-neutral job titles and terms.
Biased: chairman, mailman, mankind, manpower.
Unbiased: chairperson/chair, mail carrier, humanity, workforce/staff.
Gender-Neutral Alternatives
| Avoid | Use Instead |
|---|---|
| Craftsman | Artisan, craftsperson |
| Man-made | Artificial, synthetic, manufactured |
| Repairman | Technician, service representative |
| Sportsmanship | Fair play, good conduct, sense of fairness |
| Cameraman | Camera operator, videographer |
| Headmaster | Principal, head teacher |
| Barman | Bartender |
| Man the desk | Staff the desk |
| The common man | The average person |
| Chairman | Chair, chairperson, moderator |
Guidelines for Specific Groups
1. Participation in Research: When writing about people involved in research, use descriptive, person-first language. For example, instead of labeling someone as “a diabetic,” describe them as “a person living with diabetes.” This approach acknowledges their identity beyond their condition. Avoid clinical jargon and always recognize the agency and contribution of the participants.
2. Race and Ethnicity: Only mention a person’s race or ethnicity if it is directly relevant to the context. Language in this area is constantly evolving. Specificity is key; for example, terms like “East Asian” or “South Asian” are often more precise than the general term “Asian.” The most respectful approach is to use the terms that people prefer for themselves. If you are uncertain about what term to use for a particular group, it is best to ask members of that group for their preference.
3. Sexual Orientation: Strive for language that is sensitive, clear, and unbiased when describing a person’s sexual orientation. It is important to use current and respectful terminology. For example, the specific terms “gay men” and “lesbians” are generally preferred over the more clinical-sounding term “homosexuals.” Always respect how individuals and groups choose to identify themselves. The goal is to be clear and considerate in your descriptions.
Bias-Free Terminology Tables
| Biased | Bias-Free |
|---|---|
| career girl, career woman | professional, manager, executive |
| delivery boy | courier, messenger |
| foreman | supervisor |
| landlady, landlord | proprietor, building manager |
| mailman | mail carrier, letter carrier |
| newsman | journalist, reporter |
| repairman | repairer, technician |
| saleslady, salesman | sales clerk, sales rep, sales agent |
| waitress | waiter, server |
| workman | worker |
| Biased | Bias-Free |
|---|---|
| alumni | graduates |
| chairman, chairwoman | chair, chairperson |
| corporate wife | corporate spouse |
| freshman | first-year student |
| hostess | host |
| man and wife | husband and wife |
| self-made man | self-made person, entrepreneur |
| Biased | Bias-Free |
|---|---|
| brotherhood | kinship, community |
| common man | common person, average person |
| fellowship | camaraderie |
| forefathers | ancestors, forebears |
| Frenchmen | the French |
| man, mankind | humankind, humanity, humans |
| mother tongue | native language |
| rise of man | rise of civilization |
| Biased | Bias-Free |
|---|---|
| king-size | jumbo, gigantic |
| lady | woman |
| ladylike | courteous, cultured |
| maiden name | birth name |
| man (verb) | staff, run |
| manpower | human resources |
| master (verb) | learn, succeed at, overcome |
| masterpiece | work of genius, chef d’œuvre |
| man-hour | staff hours, hours of work |
| motherly | loving, warm, nurturing |
| statesman | diplomat, public servant, political leader |
| workmanship | quality construction, expertise |
| Biased | Bias-Free |
|---|---|
| All men are created equal | We are all created equal |
| best man for the job | best person for the job |
| Boys will be boys | Kids will be kids |
| Every man for himself | Everyone for themselves |
| A man’s home is his castle | Your home is your castle |
| gentleman’s agreement | Honourable /informal agreement |
| no-man’s-land | limbo, unclaimed territory |
5. Complete the following choosing the correct answers from brackets: [0.5×10=5]
a) The building does not conform ………………. safety regulations. (with, to)
Answer: The building does not conform to safety regulations.
b) He is steeped ………………. the literature of ancient Greece and Rome. (with, in)
Answer: He is steeped in the literature of ancient Greece and Rome.
c) It is time they brought the cows in. Its passive voice is ………………. (It is time the cows were brought in / The cows were brought in time)
Answer: Its passive voice is It is time the cows were brought in.
d) Nobody has slept in that room for years. (That room has not been slept in for years/ That room has not been used for sleeping purpose for years)
Answer: That room has not been slept in for years.
e) It ………………. if you had not caught it. (would break/ would have broken)
Answer: It would have broken if you had not caught it.
f) If it rained, I ………………. at home. (should stay / could stay)
Answer: If it rained, I should stay at home.
g) He jumped up as if he ………………. (were stung / had been stung)
Answer: He jumped up as if he had been stung.
h) It seemed at least twenty minutes since smith ………………. for the village. (set off / had set off)
Answer: It seemed at least twenty minutes since smith set off for the village.
i) The crown and glory of life ………………. character. (is / are)
Answer: The crown and glory of life is character.
j) The trouble with all those cars ………………. slow speed. (was / were)
Answer: The trouble with all those cars was slow speed.
5. Choose the correct words from the brackets. [10×0.5=5]
a) He died ………………. Tuberculosis last year (from, of)
Answer: He died of Tuberculosis last year.
b) They ……………….if I had done the good job. (would help me, would have helped me)
Answer: They would have helped me if I had done the good job.
c) Students greeted him as soon as he……………….in the class. (had entered, entered)
Answer: Students greeted him as soon as he had entered in the class.
d) The passive voice of “who closed the window?” is………………….(By whom is the window closed?, Who was the window closed by?)
Answer: The passive voice of “who closed the window?” is Who was the window closed by?
e) Each of the students……………….happy. (is, are)
Answer: Each of the students is happy.
f) He acted as if he……………….a good student. (were, had been)
Answer: He acted as if he were a good student.
g) Provided that she was good, she……………….. this position (had attained, would attain)
Answer: Provided that she was good, she would attain this position.
h) I, as well as he,……………….kind-hearted. (is, am)
Answer: I, as well as he, am kind-hearted.
i) He will complete his work………..2:00PM. (within, before)
Answer: He will complete his work before 2:00PM.
j) She criticizes me……………….my carelessness. (on, for)
Answer: She criticizes me for my carelessness.
5. Choose the correct words from the brackets. [10×0.5=5]
a) No one except Ram and Sita …………me. (help, helps)
Answer: No one except Ram and Sita helps me.
b) More than one of the teachers at our college ………… hardworking. (is, are)
Answer: More than one of the teachers at our college is hardworking.
c) Provided that she was good, she ………… this position. (had attained, would attain)
Answer: Provided that she was good, she would attain this position.
d) The passive voice of “He let him do it” is ………… (He is let to do it, He was allowed to do it)
Answer: The passive voice of “He let him do it” is He was allowed to do it.
e) He died…………cancer last year. (with, of)
Answer: He died of cancer last year.
f) He said that we…………mortal. (are, were)
Answer: He said that we are mortal.
g) This book has been translated ………… several languages. (to, into)
Answer: This book has been translated into several languages.
h) He………… as if he had been literate. (acts, acted)
Answer: He acted as if he had been literate.
i) She has a taste………… music. (of, for)
Answer: She has a taste for music.
j) She is accustomed…………having spicy food. (with, to)
Answer: She is accustomed to having spicy food.
5. Choose the correct words from the brackets. [10×0.5=5]
a) Neither the doctor nor his daughters …………..coming to the party. (is, are)
Answer: Neither the doctor nor his daughters are coming to the party.
b) My friends, as well as, I …………..reading. ( am, is, are)
Answer: My friends, as well as, I are reading.
c) The teacher said that we…………..mortal. ( were, are)
Answer: The teacher said that we are mortal.
d) Divide this cake……..these four children. ( between, among)
Answer: Divide this cake among these four children.
e) The tiger sprang …………..the hunter. ( upon, on)
Answer: The tiger sprang upon the hunter.
f) There were two books in my bag and I put one more…………..it. (in, into)
Answer: There were two books in my bag and I put one more into it.
g) The principal and accountant ………………..on leave.(is, are)
Answer: The principal and accountant is on leave.
h) …………..marry me if I asked? (Would you, will you)
Answer: Would you marry me if I asked?
i) Be careful, or else you…….those plates. (will drop, drop)
Answer: Be careful, or else you will drop those plates.
j) Provided you…….buy that car, drive carefully. (will buy, buy)
Answer: Provided you buy that car, drive carefully.
5. Choose the best answer: [0.5×10=5]
a) All I need now …….. your love. (is, are)
Answer: All I need now is your love.
b) The police …….. arrested and imprisoned him. (has, have)
Answer: The police have arrested and imprisoned him.
c) Had you been more cautious, you …….. with the accident. (will never meet, would never meet, would never have met, can never meet)
Answer: Had you been more cautious, you would never have met with the accident.
d) My boss rewarded me for what I ……….(do, did, have done, had done)
Answer: My boss rewarded me for what I had done.
e) It is time they …….. home. (return, returned)
Answer: It is time they returned home.
f) The passive voice of “One should keep one’s promises” is ……….(one’s promises should be kept, promises should be kept)
Answer: The passive voice of “One should keep one’s promises” is promises should be kept.
g) The passive voice of “Don’t insult the poor” is ……….(Let the poor not be insulted, the poor should not be insulted)
Answer: The passive voice of “Don’t insult the poor” is Let the poor not be insulted.
h) The old lady is affectionate …….. all. (for, to)
Answer: The old lady is affectionate to all.
i) He is ambitious …….. fame.(of, about)
Answer: He is ambitious of fame.
j) Hurry up! The programme ……….(will start, is about to start)
Answer: Hurry up! The programme is about to start.
5. Choose the best answer: [0.5×10=5]
a) Neither of them …….. paid the fee. (has, have)
Answer: Neither of them has paid the fee.
b) You can not achieve anything …….. you work hard. (if, unless)
Answer: You can not achieve anything unless you work hard.
c) …….. the street childern were brought in the reform house, they didn’t seem to be happy. ( Despite, although)
Answer: Although the street childern were brought in the reform house, they didn’t seem to be happy.
d) I have been working in this library since I …… from the university. (had graduated, graduated)
Answer: I have been working in this library since I graduated from the university.
e) Nobody justifies reverse discrimination. The passive sentence is …….. (Reverse discrimination can’t be justified, Reverse discrimination is not justified)
Answer: The passive sentence is Reverse discrimination is not justified.
f) We have a staff truly dedicated …….. producing results. (to, for)
Answer: We have a staff truly dedicated to producing results.
g) The man told that beggars …….. be choosers (can’t couldn’t)
Answer: The man told that beggars can’t be choosers.
h) Each and every single piece of information …….. true. (is, are)
Answer: Each and every single piece of information is true.
i) I …….. this book two weeks ago. (read, have read)
Answer: I read this book two weeks ago.
j) He is a terrific footballer but he is hopeless …….. volleyball. (in, at)
Answer: He is a terrific footballer but he is hopeless at volleyball.
5. Choose the best answer: [0.5×10=5]
a. The class…………..debating this point. ( is, are )
Answer: The class is debating this point.
b. Nothing but trees…………..seen yesterday. (was, were)
Answer: Nothing but trees was seen yesterday.
c. No sooner had she completed her report than Mr.Rana …………..her. (telephoned, had telephoned)
Answer: No sooner had she completed her report than Mr.Rana telephoned her.
d. She talks as though she…………..illiterate. (was, were)
Answer: She talks as though she were illiterate.
e. I hope that money is honestly come…………..(of, by)
Answer: I hope that money is honestly come by.
f. Our maths teacher really used to jump…………..us when we got our answer wrong. (on, before)
Answer: Our maths teacher really used to jump on us when we got our answer wrong.
g. Were she to have more money, she …………..dress more fashionably. (must, would)
Answer: Were she to have more money, she would dress more fashionably.
h. …………..that happen, I will quit the job. (should, would)
Answer: Should that happen, I will quit the job.
i. The passive voice of “ He wants someone to eat food” is ………….. (He wants food be eaten / He wants food to be eaten)
Answer: The passive voice is He wants food to be eaten.
j. The passive voice of “I hate people tickling me” is………….. ( I hate being tickled / I hate having tickled)
Answer: The passive voice is I hate being tickled.
5. Choose the correct words from the brackets: [0.5×10=5]
a) Many a flower ………. born to blush unseen. (is, are)
Answer: Many a flower is born to blush unseen.
b) Every boy and every girl …….. given sweets. (was, were)
Answer: Every boy and every girl was given sweets.
c) He is absent …….. the class. (from, in)
Answer: He is absent from the class.
d) Steel is made …….. iron. (of, from)
Answer: Steel is made from iron.
e) I saw him …….. the race. (win, to win)
Answer: I saw him win the race.
f) If he comes to me, I ….. him. (help, would help)
Answer: If he comes to me, I help him.
g) If one buys a car, it ….. money (cost, costs)
Answer: If one buys a car, it costs money.
h) New houses …….. up every where. (go, are going)
Answer: New houses are going up every where.
i) His words are strongly …….. on my memory. (impressed, impressing)
Answer: His words are strongly impressed on my memory.
j) I should be …….. (listened at, listened to)
Answer: I should be listened to.
5. Fill up the following blank spaces selecting the correct words from the brackets: [0.5×10=5]
a. He, along with his teachers, ……………. playing. (is, are)
Answer: He, along with his teachers, is playing.
b. The principal and accountant……………on leave. (is, are)
Answer: The principal and accountant is on leave.
c. It …………….a long time since he telephoned me. (is, has been)
Answer: It has been a long time since he telephoned me.
d. It’s high time he …………….the job. (got, has got)
Answer: It’s high time he got the job.
e. Had it not been a hot day, we ……………………… a lot. (had worked, would have worked)
Answer: Had it not been a hot day, we would have worked a lot.
f. Should that happen, I ……………….the job. (should quit, will quit)
Answer: Should that happen, I will quit the job.
g. I’ll stand ………….you whatever happens. (for, by)
Answer: I’ll stand by you whatever happens.
h. The project is running …………..financial difficulties. (with, into)
Answer: The project is running into financial difficulties.
i. The passive voice of “I remember him teaching me algebra” is ………… (I remember being taught algebra/I remember to being taught algebra by him.)
Answer: The passive voice is I remember being taught algebra.
j. The passive voice of “I saw him crossing the road” is ……………….. (He was seen crossing the road by me/He was seen to be crossing the road.)
Answer: The passive voice is He was seen crossing the road by me.
5. Choose the correct words from the brackets and fill in the blanks: [0.5×10=5]
a) I met him after he …………. the job. (lost, had lost)
Answer: I met him after he had lost the job.
b) Had he worked harder, he …………. the exam. (would pass, would have passed)
Answer: Had he worked harder, he would have passed the exam.
c) The passive voice of ‘I’ll see you soon’ is …………. (I’ll be seen soon, you’ll be seen soon)
Answer: The passive voice is you’ll be seen soon.
d) He parted ………… all his wealth. (from, with)
Answer: He parted with all his wealth.
e) Neither of the two applicants …………. suitable (is, are)
Answer: Neither of the two applicants is suitable.
f) He complains …………. severe headache. (of, about)
Answer: He complains of severe headache.
g) I would do this if I ………… allowed. (am, were)
Answer: I would do this if I were allowed.
h) The servant says that tea …………. ready. (was, is)
Answer: The servant says that tea is ready.
i) She kept us ………… (to wait, waiting)
Answer: She kept us waiting.
j) I wish my brother ………… here. (was, were)
Answer: I wish my brother were here.
5. Choose the correct words from the brackets: [0.5×10=5]
a) Five and five …….. ten. (make, makes)
Answer: Five and five makes ten.
b) My means …….. limited. (is, are)
Answer: My means are limited.
c) I parted …….. at the college gate. (with, from)
Answer: I parted from at the college gate.
d) Steel is made …….. iron. (from, of)
Answer: Steel is made from iron.
e) I feel the room …….. (move, to move)
Answer: I feel the room move.
f) Buy that book …….. I will help you. (and, if)
Answer: Buy that book and I will help you.
g) He told me that he …….. many books. (had written, wrote)
Answer: He told me that he had written many books.
h) I remember …….. to the Museum by my father. (to be taken, being taken)
Answer: I remember being taken to the Museum by my father.
i) I was please …….. the news of his success. (by, with)
Answer: I was pleased with the news of his success. (Note: “please” in the original question is considered a typo for “pleased”)
j) Twenty …….. by five is equal to four. (divided, has been divided)
Answer: Twenty divided by five is equal to four.
4. Choose the correct words from the brackets: [0.5×10=5]
a) The man and woman …………….determined to tell the truth. (is, are)
Answer: The man and woman are determined to tell the truth.
b) The horse and carriage…………..ready. (are, is)
Answer: The horse and carriage is ready.
c) The teacher said that we……..mortal. (are, were)
Answer: The teacher said that we are mortal.
d) I was interested ………….. this book. (by, in)
Answer: I was interested in this book.
e) He helped me more than he…….. you. (helps, helped)
Answer: He helped me more than he helped you.
f) He is absent………….. the class. (from, in)
Answer: He is absent from the class.
g) She cannot part………….. her jewels. (from, with)
Answer: She cannot part with her jewels.
h) Had you bought that car, you wouldn’t have …………all that trouble. (had, had got)
Answer: Had you bought that car, you wouldn’t have had all that trouble.
i) If one buys a car, it …….. money. (cost, costs)
Answer: If one buys a car, it costs money.
j) I feel the room ………….. (move, to move)
Answer: I feel the room move.
3. Choose the correct words from the brackets: [0.5×10=5]
a) Either you or I ………… supposed to do it. (are, am)
Answer: Either you or I am supposed to do it.
b) The government …………decided to increase the salary of their civil servants. (have, has)
Answer: The government has decided to increase the salary of their civil servants.
c) The teacher said that we …………mortal. (are, were)
Answer: The teacher said that we are mortal.
d) She says that she …………more food. (wants, wanted)
Answer: She says that she wants more food.
e) This notice…………altered. (has been, have been)
Answer: This notice has been altered.
f) A lot of the work …………by the students. (is being done, are being done)
Answer: A lot of the work is being done by the students.
g) If I had enough money, I…………this car. (would have bought, would buy)
Answer: If I had enough money, I would buy this car.
h) Unless you…………hard, you can’t pass the exam. (work, don’t work)
Answer: Unless you work hard, you can’t pass the exam.
i) He died…………T.B last year. (with, of)
Answer: He died of T.B last year.
j) She always takes…………notes in her class. (up, down)
Answer: She always takes down notes in her class.